• The Journal of Korean Association of Computer Education
• /
• v.17 no.4
• /
• pp.1-11
• /
• 2014

In this study, contents of programming curriculum were designed as instrumental subjects for scientifically gifted students, not for IT gifted ones. Firstly, the programming curriculum consisted of 3 sections; Programming Understanding, Object-Oriented Programming, and Simulation Programming as a result of two semesters. Then, the lectures including project-based and problem-solving tasks were given to scientifically gifted students in a high school during one semester to verify whether they could apply the contents to studies and researches in math or science or not. As a result of this study, the students could improve numerical analysis and simulation program development capabilities in math or science as well as the problem-solving ability based on computational thinking. Moreover, it was proved that the students changed their perception about programing learning. They started to think that programing learning was necessary to studies and researches in math or science. The results of this study propose guideline to design programming curriculum as instrumental subjects for scientifically gifted students.

• Journal of the Korea Convergence Society
• /
• v.11 no.12
• /
• pp.1-13
• /
• 2020

With the advent of an intelligent information society, research toward artificial intelligence education was conducted. In previous studies, the subject of research is biased, and studies that analyze attitudes toward artificial intelligence are insufficient. So, in this study developed a test tool to measure the artificial intelligence of high school students and analyze their attitudes toward artificial intelligence. To develop the test tool, 229 high school students completed a preliminary test, of which the results were analyzed via exploratory factor analysis. To analyze the students' attitudes toward artificial intelligence, the resulting test tool was applied to 481 high school students, and their test results were analyzed according to factors. From the study's results, there was no difference according to gender in the students' attitudes toward artificial intelligence, but there was a significant difference per grade. In addition, there was a significant difference in attitudes according to artificial intelligence-related experiences: the high school students who had direct and indirect experience with artificial intelligence, programming, and more frequently used it had more positive attitudes toward artificial intelligence than students without this experience. However, artificial intelligence education experience negatively influenced the students' attitudes toward artificial intelligence. Overall, the higher their interest in artificial intelligence, the more positive the high school students' attitudes toward artificial intelligence.

• Journal of The Korean Association For Science Education
• /
• v.41 no.2
• /
• pp.93-102
• /
• 2021

In this study, we investigated the characteristics of inquiry problems set by high school students who observed an 'unexpected phenomenon' and identified the effects of providing scientific information on setting inquiry problems. The subjects of this study were 126 eleventh grade students in Seoul that were randomly assigned to group A (N=66) and group B (N=60). In the study, watching a video of about 45 seconds of the unexpected phenomenon repeatedly for 20 minutes, all the students freely wrote inquiry problems that they wanted to carry out in their handouts. At this time, it is characterized that only the handout of group B additionally included scientific information on the unexpected phenomenon. As a result of the study, students, regardless of group, set more 'curiosity-oriented inquiry problems (i.e., focusing on inquiries they want to do rather than revealing what might be the cause of the phenomenon)' rather than going into a 'cause-oriented inquiry problem solving (i.e., revealing the cause of the phenomenon).' Among the curiosity-oriented inquiry problems, most of them were 'new-result inquiry problems (i.e., investigating what new results will occur by simply manipulating experimental situations).' It was also found that students who were provided with the scientific information tended to set significantly more inquiry problems using the provided information than those who were not (χ2(1)=8.996, p<.01), nevertheless the students with the scientific information did not set significantly more cause-oriented inquiry problems (χ2(1)=1.376, p>.05). The findings have been discussed from the four perspectives (i.e., lack of provided information, lack of opportunities to internalize the provided information, personal curiosity-seeking, and intuitive thinking), and implications for inquiry problem setting were suggested.

• Journal of the Korean Chemical Society
• /
• v.56 no.5
• /
• pp.617-627
• /
• 2012

We investigated pre-service science teachers' understanding of and problem-solving ability with regard to chemistry concepts in the high school curriculum. For this purpose, we used related certain items and analyzed the results. We found that in the case of all items, some pre-service science teachers, who do not have clear concepts, selected incorrect answers. The in-depth interviews we conducted with the participants revealed some of the causes for the results obtained. First, although pre-service science teachers have better concepts as compared to high school students, they have the same misconceptions as students with regard to some concepts. Second, although they are familiar with the general definitions or meanings of scientific concepts, they do not understand the specific content that is emphasized in the curriculum. Moreover, they tend to solve problems by the information visually conceived. Third, although they know the necessity of general concepts related to problem solving, they sometimes fail to apply inquiry skills and tend to suggest concepts from the higher education curriculum that are not helpful for solving problems.

• Journal of The Korean Association For Science Education
• /
• v.39 no.3
• /
• pp.321-335
• /
• 2019

This study aims to explore the influencing factors and the process of enhancing science self-efficacy (SSE) and to lay the foundation in understanding science self-efficacy of students. The ten categories related to the science self-efficacy were derived through the coding of the interview data based on the grounded theory and paradigm analysis to develop a process model of science self-efficacy improvement. Through the process analysis, four cyclical phases were found in the process of enhancing SSE: 'Entering into learning science' phase, 'enhancing SSE' phase, 'adjustment' phase, and 'result' phase. More specifically, the phase of 'entering into learning science' is where students choose science track and stimulated to construct SSE. The phase of 'enhancing SSE' is where students taking a science track actively learn science and perform science activities. In the phase of 'adjustment', students come to have successful performance about learning science and performing science activities by using diverse strategies. Finally, 'result' phase indicates different appearances of students depending on SSE levels. The phases were non-linear and periodically repeat depending on situation. The core category in the selective coding was indicated to be 'enhancing science self-efficacy.' Students' SSE form by learning science and performing science activities. These finding may help better understand the behavior of students who are taking a science track by facilitating effective science learning through the increase of their SSE levels.

• Journal of The Korean Association For Science Education
• /
• v.38 no.5
• /
• pp.693-703
• /
• 2018

One of the important competencies in knowledge and information society is the competency of Knowledge information processing. This is closely related to science education and described as one of the core competencies in the 2015 national curriculum revision. Even with a general agreement of the educational necessity of this competency, its practice in class depends mostly on teachers' will. Therefore, we surveyed science teachers' perceptions and classroom condition about the competency of Knowledge information processing, and we analyzed the questionnaires of 64 middle and high school teachers in Seoul and interviewed three teachers. As a result, all teachers shared the importance of Knowledge information processing competency and explained it in terms of social paradigm and goal of the subject. However, there were not many cases of actual practice in class. The teachers answered that time for Knowledge information processing competency is not enough in class and they also lack of PCK on this competency. About half of the teachers had experiences in teacher training about Knowledge information processing competency but most of their experiences are related to information utilization literacy. The importance of Knowledge information processing competency was very high in three factors (collection, analyzation, and utilization), among which information analysis was the highest. Middle school teachers showed higher scores in most questions even though the differences were not significant, and high school teachers showed higher scores in the importance of information sources at a significant level. In order to cultivate competencies, it is necessary to expand the meaning of science inquiry so as to cover this competency and to consider ways of linking with other subjects and develop methods of teaching and learning.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2019.01a
• /
• pp.315-318
• /
• 2019

본 논문은 화학에서 사용되는 2가지 산, 염기 모델에 대한 이해를 높이고자 각 모델의 핵심 알고리즘가 반영된 단계별 교육용 콘텐츠를 개발하는데 목적이 있다. 이를 위해 먼저 Arrhenius와 Brønsted-Lowry 모델이 갖는 핵심 알고리즘을 탐색하였으며, 이러한 핵심 알고리즘을 반영된 단계별 교육용 콘텐츠를 JAVA를 이용하여 개발하였다. 개발된 교육용 콘텐츠는 총 5단계로 구성되어 있다. 1단계는 화학에서 다루어지는 입자들이 개별적으로 무작위하게 운동함으로 표현하였으며, 2단계는 화학반응이란 이러한 무작위적 운동 중 입자 간 충돌에 의해 반응이 개시됨을 보여주었다. 3단계에서는 단일입자에 대해 정반응과 역반응을 동시에 고려한 진행되는 상황을, 4단계는 여러 입자가 동시다발적으로 정반응과 역반응에 참여한 상황을 구현하였다. 마지막 5단계는 정반응과 역반응의 공존의 비율이 다른 상황을 통해 평형상수의 의미를 고찰하도록 하였다. 창발적 사고의 핵심은 여러 입자를 생각하는 확률적 사고와 이러한 여러 입자가 개별적으로 움직인다는 사고가 반영되어야 한다. 이 연구에서 개발한 교육콘텐츠를 활용한다면 학생들이 보다 창발적 사고를 하는데 도움을 줄 것으로 기대된다.

• Journal of Scientific & Technological Knowledge Infrastructure
• /
• s.10
• /
• pp.64-69
• /
• 2002

정보화시대를 맞이하여 어느 분야를 막론하고 필요한 정보의 보유와 이용은 생산성이나 경쟁력과 밀접한 관계를 갖고 있다. 식물이 인류 생활에 여러 가지고 이용되어 있고 식물을 빼놓고는 인류의 생존과 번영은 생각할 수도 없다. 한편, 식물의 분류에 대한 정보가 없이는 식물을 이용하여 이루어지는 어떠한 의사전달이나 연구도 불가능하다. 따라서, 우리 나라 식물의 분류 정보를 국가적으로 축적해서 쉽게 이용할 수 있도록 하는 것은 국가경쟁력 확보에 필수적인 일이다.

• Clinical and Experimental Pediatrics
• /
• v.50 no.4
• /
• pp.340-347
• /
• 2007

Purpose : The purpose of this study is to investigate the material in middle school and high school textbooks covering child care and children's health for medically inaccurate content and to make sure that the correct information is given to students. Methods : We have examined 47 kinds of textbooks on the subjects 'Home economics' and 'Technology and home economics' published in 2007 to find out how much importance is placed on children's health and childcare and to search for incorrect definitions, inaccurate facts or insufficient explanations. We have also analyzed the credentials of the writers of these textbooks. Results : Textbooks of middle school cover psychological and physical changes during adolescence and nutrition, and those of high school cover marriage and childcare. These materials covering health made up 27.5%, 11.7% of middle & high school texts. Age definitions of neonate and infant were incorrect. Inaccurate facts were mostly about fontanelles, primitive reflexes, breastfeeding and weaning. There also were wrong informations on the umbilical cord care and developmental milestones during infancy. The childhood immunization schedules and the growth curves were not up to date. Most of the authors major in home economics and the others were school teachers. There was no evidence of any review by a medical society or an expert. Conclusions : When writing about children's health and childcare in textbooks, a board-certified pediatrician or The Korean Pediatric Society should be consulted to provide accurate medical information to middle and high school students.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
• /
• 2022.05a
• /
• pp.129-132
• /
• 2022

Super-resolution is the process of converting a low-quality image into a high-quality image. This study was conducted using ESPCN. In a super-resolution deep neural network, different quality images can be output even when receiving the same input data according to the activation function that determines the weight when passing through each node. Therefore, the purpose of this study is to find the most suitable activation function for super-resolution by applying the activation functions ReLU, ELU, and Swish and compare the quality of the output image for the same input images. The CelebaA Dataset was used as the dataset. Images were cut into a square during the pre-processing process then the image quality was lowered. The degraded image was used as the input image and the original image was used for evaluation. As a result, ELU and swish took a long time to train compared to ReLU, which is mainly used for machine learning but showed better performance.